Unit 1 - Problem Solving and Computing ('24-'25)
Problem Solving and Computing is a highly interactive and collaborative introduction to the field of computer science, as framed within the broader pursuit of solving problems. You’ll practice using a problem solving process to address a series of puzzles, challenges, and real world scenarios. Next, you’ll learn how computers input, output, store, and process information to help humans solve problems. The unit concludes with a project in which you design an application that helps solve a problem of your choosing.
Chapter 1 Overview
Description: This chapter guides students to develop and adopt a more formal structured problem solving process by reflecting on problems they have problems they have encountered, both in the classroom and everyday life. By working through a diverse set of problems, such as logic puzzles, engineering challenges, and planning a trip, students learn to identify different classes of problems, decompose large problems, and develop their personal problem solving skills.
Goals:
- Learn how to use a structured problem solving process and apply it to address various problems.
- Create a collaborative classroom environment where students view computer science as relevant, fun, and empowering.
Big Questions:
- What strategies and processes can I use to become a more effective problem solver?
Implementation Guidance for Problem Solving and Computing
- The first chapter of this unit should be completed before any other unit in CS Discoveries
- Alternate lessons are provided for some lessons in this unit, depending on your classroom context
- Additional resources are available within the Teacher Resources dropdown of the unit
Professional Development
If you are interested in teaching this course, we recommend completing the free Problem Solving and Computing Self-Paced Professional Development Module. The module is designed to take 2 hours to complete. No previous experience with coding is required.
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| Key | Instructional Lesson Assessment Unplugged Lesson |
Make all lessons in this Unit visible or hidden for your students.
This lesson is a fun introduction to the open-ended, collaborative, and creative problem-solving students will be using over the rest of this unit and course. Students work in groups to design aluminum foil boats that will support as many pennies as possible. Groups have two rounds to work on their boats, with the goal of trying to hold more pennies than they did in round 1. The structure of the activity foreshadows different steps of the problem-solving process that students will be introduced to in more detail in the following lesson. At the end of the lesson, students reflect on their experiences with the activity and make connections to the types of problem-solving they will be doing for the rest of the course
Question of the Day: What can help us to work together and solve problems as a team?
Alternate versions of this lesson are also available.
This lesson introduces the formal problem-solving process that students will use over the course of the year, Define - Prepare - Try - Reflect. The lesson begins by anchoring the formal problem-solving process in some real-life experiences they already have solving problems by asking students to brainstorm all the different types of problems that they encounter in everyday life. Students are then shown the four steps of the problem-solving process and work together to relate these abstract steps to their actual experiences solving problems. First students relate these steps to the problem activities from the previous lesson, then a problem they are good at solving, then a problem they want to improve at solving. At the end of the lesson, the class collects a list of generally useful strategies for each step of the process to put on posters that will be used throughout the unit and year.
Question of the Day: What are some common steps we can use to solve many different types of problems?
In this lesson, students apply the problem-solving process to three different problems in order to better understand the value of each step. They will solve a word search, arrange seating for a birthday party, and redesign a classroom. The problems grow increasingly complex and poorly defined to highlight how the problem-solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem-solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.
This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.
Question of the Day: How can we apply the problem-solving process to many different kinds of problems?
Alternate versions of this lesson are also available.
This lesson is a fun introduction to the open-ended, collaborative, and creative problem-solving students will be using over the rest of this unit and course. In this lesson, students work in groups to design newspaper tables that will hold as many books as possible. Groups have two rounds to work on their tables, with the goal of trying to hold more books than they did in the first round. The structure of the activity foreshadows different steps of the problem-solving process that students will be introduced to in more detail in the following lesson. At the end of the lesson, students reflect on their experiences with the activity and make connections to the types of problem-solving they will be doing for the rest of the course.
Question of the Day: What can help us to work together and solve problems as a team?
This is an alternate activity to Intro to Problem Solving - Aluminum Boats
This lesson is a fun introduction to the open-ended, collaborative, and creative problem-solving students will be using over the rest of this unit and course. In this lesson, students work in groups to design spaghetti bridges that will support as many books as possible. Groups have two rounds to work on their bridges, with the goal of trying to hold more books than they did in Round 1. The structure of the activity foreshadows different steps of the problem-solving process that students will be introduced to in more detail in the following lesson. At the end of the lesson, students reflect on their experiences with the activity and make connections to the types of problem solving they will be doing for the rest of the course.
Question of the Day: What can help us to work together and solve problems as a team?
This is an alternate activity to Intro to Problem Solving - Aluminum Boats
This lesson is a fun introduction to the open-ended, collaborative, and creative problem-solving students will be using over the rest of this unit and course. In this lesson, students work in groups to design paper towers that can stand as high as possible. Groups have two rounds to work on their towers, with the goal of trying to go higher than they did in Round 1. The structure of the activity foreshadows different steps of the problem-solving process that students will be introduced to in more detail in the following lesson. At the end of the lesson, students reflect on their experiences with the activity and make connections to the types of problem-solving they will be doing for the rest of the course.
Question of the Day: What can help us to work together and solve problems as a team?
This is an alternate activity to Intro to Problem Solving - Aluminum Boats
In this lesson, students apply the problem-solving process to three different problems in order to better understand the value of each step. They will solve tangrams, choose a pet for several people, and plan a pet adoption event. The problems grow increasingly complex and poorly defined to highlight how the problem-solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem-solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.
This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.
Question of the Day: How can we apply the problem-solving process to many different kinds of problems?
This is an alternate activity to Exploring Problem Solving
In this lesson, students apply the problem-solving process to three different problems in order to better understand the value of each step. They will solve a maze, organize a team to race as fast as possible, and design a game. The problems grow increasingly complex and poorly defined to highlight how the problem-solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem-solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.
This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.
Question of the Day: How can we apply the problem-solving process to many different kinds of problems?
This is an alternate activity to Exploring Problem Solving
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